An Investigation of Errors Related to Solving Problems on Percentagestheijes
In primary schools of Viet Nam, solving problems on percentages is a very important bit of knowledge because it not only provides a full range of knowledge of percentages but also a lot of practical applications and has a great effect in the development of thinking for students. However, it is a kind of new and difficult problem, so students often commit errors to solve problems on percentages. A survey of 149 primary school students was done. The students had to answer 7 questions about the problems on percentages. Results show that they suffer some errors such as: misunderstanding kinds of problems, doing wrong calculation, confusing the units of measurements. At the end of the paper, some suggestions in mathematics education are made to teachers to support students avoiding errors in solving problems on percentages
Tools for tasks - Free tools for Learning - Matching Tools to TasksLindsay Karp
Tools for tasks: Free tools for Learning - Matching tools to Task
Presentation part of Fordham University's Faculty Technology Day Conference in 2014.
Presentation contains links to sites and resources.
#FacTechDay14
Synchronous and Asynchronous Tools
Screencasts - Jing, Screenr
Video Conference - Google Hangout, Skype Video Call
Presentation Tools - Slideshare, Brainshark
Video Editing / Sharing tools - Keepvid, Tubechop
Polling / Survey Tools - Google Form, Poll Everywhere, Doodle
Backchannel - TodaysMeet, Twitter
Making Multimedia Content Accessible to All: Accessibility Tips & TricksLindsay Karp
Making Multimedia Content Accessible to All: Accessibility Tips & Tricks
I will share specific examples of how, why and which steps to take towards improving ADA compliance in course design. I will also identify some modifications faculty can make when creating and sharing content.
Creating online courses that are accessible to all students regardless of age, ability, or life situation can be challenging. I'll explain some of the ways course content can be made accessible, benefiting all students, regardless of ability. I will review online course design, giving practical advice on making courses more accessible, the various technologies that enable access, and the barriers that can inadvertently block student engagement. Throughout the presentation, I'll provide specific examples of accessibility when creating and managing online content through the Learning Management System.
An Investigation of Errors Related to Solving Problems on Percentagestheijes
In primary schools of Viet Nam, solving problems on percentages is a very important bit of knowledge because it not only provides a full range of knowledge of percentages but also a lot of practical applications and has a great effect in the development of thinking for students. However, it is a kind of new and difficult problem, so students often commit errors to solve problems on percentages. A survey of 149 primary school students was done. The students had to answer 7 questions about the problems on percentages. Results show that they suffer some errors such as: misunderstanding kinds of problems, doing wrong calculation, confusing the units of measurements. At the end of the paper, some suggestions in mathematics education are made to teachers to support students avoiding errors in solving problems on percentages
Tools for tasks - Free tools for Learning - Matching Tools to TasksLindsay Karp
Tools for tasks: Free tools for Learning - Matching tools to Task
Presentation part of Fordham University's Faculty Technology Day Conference in 2014.
Presentation contains links to sites and resources.
#FacTechDay14
Synchronous and Asynchronous Tools
Screencasts - Jing, Screenr
Video Conference - Google Hangout, Skype Video Call
Presentation Tools - Slideshare, Brainshark
Video Editing / Sharing tools - Keepvid, Tubechop
Polling / Survey Tools - Google Form, Poll Everywhere, Doodle
Backchannel - TodaysMeet, Twitter
Making Multimedia Content Accessible to All: Accessibility Tips & TricksLindsay Karp
Making Multimedia Content Accessible to All: Accessibility Tips & Tricks
I will share specific examples of how, why and which steps to take towards improving ADA compliance in course design. I will also identify some modifications faculty can make when creating and sharing content.
Creating online courses that are accessible to all students regardless of age, ability, or life situation can be challenging. I'll explain some of the ways course content can be made accessible, benefiting all students, regardless of ability. I will review online course design, giving practical advice on making courses more accessible, the various technologies that enable access, and the barriers that can inadvertently block student engagement. Throughout the presentation, I'll provide specific examples of accessibility when creating and managing online content through the Learning Management System.
Assignment Brief 2014/15
Assignment Details
This assignment is a series of five mathematical/computational questions, some requiring more than one computation and not all of equal value. The 100 marks for this assignment have been divided up amongst the series of problems. The marks for each problem are shown in square brackets at the end of the question.
Attempt all five problems
· You must demonstrate that you have met the learning outcomes below
· As you construct and present your work, consider the assessment criteria
Learning outcomes
From the module descriptor the “indicative” assessment criteria were used to produce this test for you. It was also considered to focus on materials to be learned in the first block of teaching. The practice you gain with this assignment should help you to prepare for the way problems are written and marked in the final exam.
The learning outcomes being tested here are: 1,2,3
· Apply Transforms to solve differential equations for engineering problems
· Apply Linear programming and Markov modelling techniques to the solution of complex engineering problems
· Critically evaluate probabilistic analysis techniques.
These outcomes may be further assessed in the final exam, along with the remaining outcomes not tested here. Be assured you will be tested on everything.
The deadline for submission is
4.00pm on the 3rd Feb 2015
Every attempt will be made to ensure that the work will be marked and available for collection by 24th Feb 2015.
The assignment is worth 40% of the total module assessment.
Assessment Criteria
For more information please see the marking guide at Appendix 1
Submission
Your work must be submitted with:
· a front cover sheet (detailing the module code and title, coursework title, module name and student name, word count, date submitted).
· a firmly attached and fully completed School Assessment Cover Sheet. These are available from JBF203. It should not be submitted in folders, plastic wallets or paper clipped
The assignment should be submitted:
electronically to turn-it-in before the deadline using the link on the module area on blackboard
Presentation Instructions
The word limit is 2500 words (+/-10%). This excludes footnotes but includesquotations and appendices.
Remember: You must keep to the word limit of 2500 words
It is your responsibility to ensure that your work is neatly and accurately presented.
The work must be:
· Word-processed
· Single sided
· 1.5 or double line spaced
· Times New Roman or Ariel 12 point font
· Justified
· Page numbered
· On A4 paper
· Margins left and right 3cm
· Stapled together at the top left-hand corner
· Attached to a cover sheet.
Marks may be deducted for failure to follow these instructions. Please look at the Student Guide to Assessment for more information.
Referencing
All academic writing must be referenced. If you use other people’s ideas without referencing them you are plagiarising their work.
Use either the Numeric or ...
Know the types of Random Sampling method and how it is being used.
Simple random sampling
Systematic sampling
Stratified Sampling
Cluster or Area sampling
Visit the website for more services: https://cristinamontenegro92.wixsite.com/onevs
Slides used during presentations given to Grad Ed during the weeks of September 4th and September 17th.
Resources and handout available: http://facultyedtechpd.it.fordham.edu/index.php/techshops/working-screen-to-screen/
Slides used during Fordham's Faculty Technology Orientation, August 28, 2018 at Rose Hill. For more information and resources, please visit: http://facultyedtechpd.it.fordham.edu/index.php/events/new-faculty-orientation/
Assignment Brief 2014/15
Assignment Details
This assignment is a series of five mathematical/computational questions, some requiring more than one computation and not all of equal value. The 100 marks for this assignment have been divided up amongst the series of problems. The marks for each problem are shown in square brackets at the end of the question.
Attempt all five problems
· You must demonstrate that you have met the learning outcomes below
· As you construct and present your work, consider the assessment criteria
Learning outcomes
From the module descriptor the “indicative” assessment criteria were used to produce this test for you. It was also considered to focus on materials to be learned in the first block of teaching. The practice you gain with this assignment should help you to prepare for the way problems are written and marked in the final exam.
The learning outcomes being tested here are: 1,2,3
· Apply Transforms to solve differential equations for engineering problems
· Apply Linear programming and Markov modelling techniques to the solution of complex engineering problems
· Critically evaluate probabilistic analysis techniques.
These outcomes may be further assessed in the final exam, along with the remaining outcomes not tested here. Be assured you will be tested on everything.
The deadline for submission is
4.00pm on the 3rd Feb 2015
Every attempt will be made to ensure that the work will be marked and available for collection by 24th Feb 2015.
The assignment is worth 40% of the total module assessment.
Assessment Criteria
For more information please see the marking guide at Appendix 1
Submission
Your work must be submitted with:
· a front cover sheet (detailing the module code and title, coursework title, module name and student name, word count, date submitted).
· a firmly attached and fully completed School Assessment Cover Sheet. These are available from JBF203. It should not be submitted in folders, plastic wallets or paper clipped
The assignment should be submitted:
electronically to turn-it-in before the deadline using the link on the module area on blackboard
Presentation Instructions
The word limit is 2500 words (+/-10%). This excludes footnotes but includesquotations and appendices.
Remember: You must keep to the word limit of 2500 words
It is your responsibility to ensure that your work is neatly and accurately presented.
The work must be:
· Word-processed
· Single sided
· 1.5 or double line spaced
· Times New Roman or Ariel 12 point font
· Justified
· Page numbered
· On A4 paper
· Margins left and right 3cm
· Stapled together at the top left-hand corner
· Attached to a cover sheet.
Marks may be deducted for failure to follow these instructions. Please look at the Student Guide to Assessment for more information.
Referencing
All academic writing must be referenced. If you use other people’s ideas without referencing them you are plagiarising their work.
Use either the Numeric or ...
Know the types of Random Sampling method and how it is being used.
Simple random sampling
Systematic sampling
Stratified Sampling
Cluster or Area sampling
Visit the website for more services: https://cristinamontenegro92.wixsite.com/onevs
Slides used during presentations given to Grad Ed during the weeks of September 4th and September 17th.
Resources and handout available: http://facultyedtechpd.it.fordham.edu/index.php/techshops/working-screen-to-screen/
Slides used during Fordham's Faculty Technology Orientation, August 28, 2018 at Rose Hill. For more information and resources, please visit: http://facultyedtechpd.it.fordham.edu/index.php/events/new-faculty-orientation/
Online Learning: Resources and PossibilitiesKristen T
Slides used during presentation to Gabelli School of Business Faculty at Fordham during Online Learning event on 4/25/18.
Additional resources:
www.fordham.edu/edtech
www.kristentreglia.com
Online Learning: Resources and PossibilitiesKristen T
Slides used during presentation to Gabelli School of Business Faculty at Fordham during Online Learning event on 4/25/18.
Additional resources:
www.fordham.edu/edtech
www.kristentreglia.com
Slides used during presentations and webinars (updated version of previously uploaded slides).
Learn how to find, use and format images for your research, classroom activities and presentations. We will cover simple edits as well as how to find and cite fair use images.
Resources and links from the presentation can be found here: https://treglia.wikispaces.com/Finding+and+Using+Images
Talk given at UN to NGO: Education, Learning, and LiteracyKristen T
slides used during presentation I was asked to give on "What is the Best Way to Educate People?" to the NGO Committee on Education, Learning, and Literacy at the UN.
June 22,2017
Slides used during presentation and facilitated discussion at the 12/7 meeting of the NYC Knowledge Cafe group.
for more info visit
https://kristentreglia.wordpress.com/km-silo/
How can faculty or students join the 70,000 contributors to Wikipedia, the world's largest knowledge base?
Learn how educators can use Wikipedia in the classroom!
For more information and resources:
https://en.wikipedia.org/wiki/Wikipedia:Meetup/NYC/Fordham_October_2016
http://facultyedtechpd.wikispaces.com/Wikipedia+for+Educators
Slides used during workshop given 10/20/16. More information and resources available (including links!): https://treglia.wikispaces.com/Digital+Identity
As part of the IT Wellness Program, I will be giving an interactive talk on "The Power of Play" at Rose Hill on Wednesday, October 19, 2016.
We often think of play as a childhood activity that we outgrow as adults. Learn about the many reasons why adults need play too. And how you can incorporate the power of play in your life!
For additional information and resources visit my wiki:
https://treglia.wikispaces.com/IT+Wellness-+Benefits+of+Play
Slides used during hands-on workshop at Developing Digital Literacies conference hosted by Fordham Digital Literacies Collaborative (July 13, 2016)
hashtag: #FordhamDLC
Resources and more information available at: https://treglia.wikispaces.com/twitter
Slides used during pre-conference breakout session for Faculty Technology Day 2016. For additional information, resources, and links please visit: http://facultyedtechpd.wikispaces.com/Faculty+Technology+Day#16
Slides used during workshop 1. The CARE (Consistent, Accessible, Responsive, Engaging) model for developing online courses at Fordham University. Also see: http://onlinelearningatfordham.wikispaces.com and http://onlinelearningatfordham.wikispaces.com/Course+Production+Tech+Skills#tools
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. For
example,
a
student’s
raw
numeric
score
on
a
quiz
that
has
100
possible
points
is
an
88.
In
a
Grading
Schema
in
which
a
percentage
of
87.5
to
89.5
equals
a
B+,
this
score
results
in
a
B+.
If
the
grade
display
option
is
Letter,
the
B+
will
display
to
the
Student.
A
Grading
Schema
is
a
mapping
of
percentage
ranges
to
specific
grade
displays
1.
Click
Manage
in
the
Action
Bar
of
the
Grade
Center.
2.
Select
Grading
Schema
from
the
Action
Link
menu.
3.
Find
the
Grading
Schema
to
modify
and
click
Modify.
4.
Make
any
changes
to
Name,
Description
or
Display
Symbols
and
their
corresponding
percentages.
5.
Click
Submit.
Once
submitted,
all
columns
using
the
Grading
Schema
are
updated
to
reflect
the
changes.
TIP!
Input
scores
and
let
Blackboard
generate
the
letter
grade
–
that
way
all
students
have
the
grade
value
they
earned
3. 1.
Click
Manage
in
the
Action
Bar
of
the
Grade
Center.
2.
Select
Categories
from
the
Action
Link
menu.
3.
Click
Create
Category
4.
Enter
name
5.
Click
Submit
4. 1.
In
the
Action
Bar,
click
Create
Column.
2.
Provide
a
Column
Name.
3.
Provide
a
Grade
Center
Display
Name.
This
appears
as
the
column
header
in
the
Grade
Center.
4.
Provide
a
Description
to
help
Instructors
and
other
graders
identify
the
column.
5.
Select
the
other
settings
as
appropriate.
6.
Click
Submit.
For
example,
assignments,
SafeAssignments,
and
Tests
will
generate
a
column
in
the
Grade
Center.
These
automatically
generated
columns
cannot
be
deleted
from
the
Grade
Center,
the
item
itself
must
be
deleted
from
the
Content
Area
to
be
deleted
in
the
Grade
Center
Note
Columns
are
automatically
created
for
certain
assessments
5. 1.
In
the
Action
Bar,
click
Create
Calculated
Column
and
select
Weighted
Column.
2.
Type
a
Column
Name.
3.
Type
a
Grade
Center
Display
Name.
This
appears
as
the
column
header
in
the
Grade
Center.
4.
Type
a
Description
to
help
Instructors
and
other
graders
identify
the
column.
5.
Select
the
Columns
and
Categories
to
include.
6.
Set
the
percentage
of
the
total
for
each
Column
or
Category.
7.
Select
the
other
settings
as
appropriate.
8.
Click
Submit.
6. 25%
of
Total
Grade
25%
of
Total
Grade
30%
of
Total
Grade
20%
of
Total
Grade
Paper
#1
Paper
#2
Paper
#3
Paper
#4
Midterm
Final
Par4cipa4on
7. 25%
of
Total
Grade
25%
of
Total
Grade
30%
of
Total
Grade
20%
of
Total
Grade
Paper
#1
Paper
#2
Paper
#3
Paper
#4
Midterm
Final
Par4cipa4on
10
pts
possible
12
pts
possible
20
pts
possible
16
pts
possible
60
pts
possible
200
pts
possible
8
pts
possible
8. 25%
of
Total
Grade
25%
of
Total
Grade
30%
of
Total
Grade
20%
of
Total
Grade
Paper
#1
Paper
#2
Paper
#3
Paper
#4
Midterm
Final
Par4cipa4on
10
pts
possible
12
pts
possible
20
pts
possible
16
pts
possible
60
pts
possible
200
pts
possible
8
pts
possible
8
12
16
10
55
190
8
Sample
Student
Grades
9. 25%
of
Total
Grade
25%
of
Total
Grade
30%
of
Total
Grade
20%
of
Total
Grade
Paper
#1
Paper
#2
Paper
#3
Paper
#4
Midterm
Final
Par4cipa4on
10
pts
possible
12
pts
possible
20
pts
possible
16
pts
possible
60
pts
possible
200
pts
possible
8
pts
possible
8
12
16
10
55
190
8
Sample
Student
Grades
8
10
=
x
6.25
POINTS
SCORED
TOTAL
POSSIBLE
POINTS
SOLVING
FOR
THE
WEIGHTED
PERCENT
THE
TOTAL
POSSIBLE
PERCENTAGE
OF
10. 25%
of
Total
Grade
25%
of
Total
Grade
30%
of
Total
Grade
20%
of
Total
Grade
Paper
#1
Paper
#2
Paper
#3
Paper
#4
Midterm
Final
Par4cipa4on
10
pts
possible
12
pts
possible
20
pts
possible
16
pts
possible
60
pts
possible
200
pts
possible
8
pts
possible
8
12
16
10
55
190
8
Sample
Student
Grades
TO
SOLVE,
CROSS
MULTIPLY
AND
DIVIDE
11. 25%
of
Total
Grade
25%
of
Total
Grade
30%
of
Total
Grade
20%
of
Total
Grade
Paper
#1
Paper
#2
Paper
#3
Paper
#4
Midterm
Final
Par4cipa4on
10
pts
possible
12
pts
possible
20
pts
possible
16
pts
possible
60
pts
possible
200
pts
possible
8
pts
possible
8
12
16
10
55
190
8
Sample
Student
Grades
8×6.25 =10x
12. 25%
of
Total
Grade
25%
of
Total
Grade
30%
of
Total
Grade
20%
of
Total
Grade
Paper
#1
Paper
#2
Paper
#3
Paper
#4
Midterm
Final
Par4cipa4on
10
pts
possible
12
pts
possible
20
pts
possible
16
pts
possible
60
pts
possible
200
pts
possible
8
pts
possible
8
12
16
10
55
190
8
Sample
Student
Grades
8×6.25 =10x
50 =10x
simplify
left
side
13. 25%
of
Total
Grade
25%
of
Total
Grade
30%
of
Total
Grade
20%
of
Total
Grade
Paper
#1
Paper
#2
Paper
#3
Paper
#4
Midterm
Final
Par4cipa4on
10
pts
possible
12
pts
possible
20
pts
possible
16
pts
possible
60
pts
possible
200
pts
possible
8
pts
possible
8
12
16
10
55
190
8
Sample
Student
Grades
50 =10x
14. 25%
of
Total
Grade
25%
of
Total
Grade
30%
of
Total
Grade
20%
of
Total
Grade
Paper
#1
Paper
#2
Paper
#3
Paper
#4
Midterm
Final
Par4cipa4on
10
pts
possible
12
pts
possible
20
pts
possible
16
pts
possible
60
pts
possible
200
pts
possible
8
pts
possible
8
12
16
10
55
190
8
Sample
Student
Grades
divide
both
sides
by
10
50 =10x
15. 50
10
=
10x
10
25%
of
Total
Grade
25%
of
Total
Grade
30%
of
Total
Grade
20%
of
Total
Grade
Paper
#1
Paper
#2
Paper
#3
Paper
#4
Midterm
Final
Par4cipa4on
10
pts
possible
12
pts
possible
20
pts
possible
16
pts
possible
60
pts
possible
200
pts
possible
8
pts
possible
8
12
16
10
55
190
8
Sample
Student
Grades
divide
both
sides
by
10
16. 50
10
=
10x
10
25%
of
Total
Grade
25%
of
Total
Grade
30%
of
Total
Grade
20%
of
Total
Grade
Paper
#1
Paper
#2
Paper
#3
Paper
#4
Midterm
Final
Par4cipa4on
10
pts
possible
12
pts
possible
20
pts
possible
16
pts
possible
60
pts
possible
200
pts
possible
8
pts
possible
8
12
16
10
55
190
8
Sample
Student
Grades
17. 5 = x
25%
of
Total
Grade
25%
of
Total
Grade
30%
of
Total
Grade
20%
of
Total
Grade
Paper
#1
Paper
#2
Paper
#3
Paper
#4
Midterm
Final
Par4cipa4on
10
pts
possible
12
pts
possible
20
pts
possible
16
pts
possible
60
pts
possible
200
pts
possible
8
pts
possible
8
12
16
10
55
190
8
Sample
Student
Grades
18. 25%
of
Total
Grade
25%
of
Total
Grade
30%
of
Total
Grade
20%
of
Total
Grade
Paper
#1
Paper
#2
Paper
#3
Paper
#4
Midterm
Final
Par4cipa4on
10
pts
possible
12
pts
possible
20
pts
possible
16
pts
possible
60
pts
possible
200
pts
possible
8
pts
possible
8
12
16
10
55
190
8
Sample
Student
Grades
8
10
=
x
6.25
5
In
other
words,
8
out
of
10
points
is
equal
to
5
out
of
6.25
weighted
percent
19. 25%
of
Total
Grade
25%
of
Total
Grade
30%
of
Total
Grade
20%
of
Total
Grade
Paper
#1
Paper
#2
Paper
#3
Paper
#4
Midterm
Final
Par4cipa4on
10
pts
possible
12
pts
possible
20
pts
possible
16
pts
possible
60
pts
possible
200
pts
possible
8
pts
possible
8
12
16
10
55
190
8
Sample
Student
Grades
SeNng
up
proporOons
for
each
and
solving
gives
us…
20. 25%
of
Total
Grade
25%
of
Total
Grade
30%
of
Total
Grade
20%
of
Total
Grade
Paper
#1
Paper
#2
Paper
#3
Paper
#4
Midterm
Final
Par4cipa4on
10
pts
possible
12
pts
possible
20
pts
possible
16
pts
possible
60
pts
possible
200
pts
possible
8
pts
possible
8
12
16
10
55
190
8
Sample
Student
Grades
8
10
=
x
6.25
12
12
=
x
6.25
16
20
=
x
6.25
10
16
=
x
6.25
55
60
=
x
25
190
200
=
x
30
8
8
=
x
20
5
6.25
5
10
22.92
5
5
+
+
+
+
+
+
=
97.67
In
other
words,
8
out
of
10
points
is
equal
to
5
out
of
6.25
points
21. 25%
of
Total
Grade
25%
of
Total
Grade
30%
of
Total
Grade
20%
of
Total
Grade
Paper
#1
Paper
#2
Paper
#3
Paper
#4
Midterm
Final
Par4cipa4on
10
pts
possible
12
pts
possible
20
pts
possible
16
pts
possible
60
pts
possible
200
pts
possible
8
pts
possible
8
12
16
10
55
190
8
Sample
Student
Grades
97.67
Isn’t
it
great
that
Blackboard
will
do
all
that
math
for
you?